{"id":67907,"date":"2024-07-16T09:00:00","date_gmt":"2024-07-16T14:00:00","guid":{"rendered":"https:\/\/blogs.uninter.edu.mx\/ESCAT\/?p=67907"},"modified":"2024-06-24T13:39:00","modified_gmt":"2024-06-24T18:39:00","slug":"japanese-environment-from-modeling-to-rendering-escat","status":"publish","type":"post","link":"https:\/\/blogs.uninter.edu.mx\/ESCAT\/index.php\/japanese-environment-from-modeling-to-rendering-escat\/","title":{"rendered":"Japanese Environment, from Modeling to Rendering #ESCAT #Uninter #Animation"},"content":{"rendered":"
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Traditional Japanese environments are a visual attraction for tourism, seen in photographs or recreated through 3D modeling.<\/p>\n\n\n\n\n\n\n\n

For the Digital Environments and Rendering course, the final project required recreating a free outdoor environment, with the camera passing through the scene.<\/p>\n\n\n\n

Additionally, this outdoor setting had to connect to an interior structure, showcasing detailed interior modeling that adhered to the same thematic elements.<\/p>\n\n\n\n

At the end of the process, students were to present their work through a project Demo Reel video.<\/p>\n\n\n\n

STUDENT PROJECT BY KAREN ROJAS<\/h2>\n\n\n\n

For her final project, student Karen Rojas chose to recreate a traditional Japanese environment, highlighting the architecture and elements of the era.<\/p>\n\n\n\n

She already possessed interior modeling skills from her previous work on a traditional Japanese restaurant.<\/p>\n\n\n\n

MOODBOARD<\/h2>\n\n\n\n

As with any project, the initial phase involved defining what to work on, using references compiled into a moodboard.<\/p>\n\n\n\n

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CONCEPT ART<\/h2>\n\n\n\n

Using these references, Concept Art was crucial in visually outlining the composition designed by the student, especially since it was modeled in 3D.<\/p>\n\n\n\n

Various views of the same scene or props to be used were depicted.<\/p>\n\n\n\n